EDUC 474 LESSON PLAN

Don Julian Elementary School-La Puente Ca.

The fourth-grade classroom is made up of 34 students, and 6 of those students are

SPED. 58% of the students are below grade level. 2 of the students are above grade level. A
third of the students in the classroom require additional support. The group also consist of 14
EL students. This group has a hard time working in small groups but are able to work with a
partner successfully. The classroom as a whole works well using technology and are able to
navigate their tablets.

Candidate Name: Erika Enriquez Date: 10/25/18

Lesson Title: Weathering and Erosion Grade Level: 4
Type of Lesson: Inquiry

Content Area(s)
Science

Subject Matter:
Natural Disasters: Weathering and Erosion

Content Standard:
4-ESS2-1. Make observations and/or measurements to provide evidence of
the effects of weathering or the rate of erosion by water, ice, wind, or vegetation

ELD Standard:
C. Productive, Expanding, 9. Expressing information and ideas in formal oral presentations on
academic topics

Lesson Objective(s):
By the end of the lesson the students will be able to identify what Weathering and Erosion are
as well as describe its characteristic in their own words by completing a four corner writing
page

Driving Question:
Which mountain will have the most and the least amount of weathering? (3 mountain piles: soil
only, soil with grass, and sand)

Assessment (formative & summative):

Formative:
The students will read the text and then form, and idea of which mountain pile would have the
most weathering. They will then write it on their small answer board and hold it up. I will then
be able to check for understanding and focus on a mini lesson for those who need more
assistance.
Summative:
The students will fill out a four corner writing page with the main idea and in the middle and
supporting information on each corner. They will then use it to create a paragraph about
weathering and erosion.

Assessment Modifications (2 focus students):

Darla- Darla is very inquisitive but lacks the ability to connect her inquisitive questions to what
she is learning or her prior knowledge. As a secondary assessment I will check for understanding
by looking over her four square writing page and ask her informal questions about what she
observed happen.

Oscar- Oscar tends to lose focus in class and has a short attention span. I am going to check
for understanding by asking questions throughout the lesson to check for understanding. I will
utilize the answer boards so all students answer and will pay extra attention to his answers.
INTO (tapping prior knowledge, hooking students’ interest, sharing driving question)
The smart board will have an image of the flooding the happened in the east coast due to the
hurricane.
I will then ask the students what are they seeing? The S will have a chance to guess. I will then
tell them this is an example of natural disasters. I will ask the S what are natural disasters? The S
will answer. I will then take out the tray with the three mountains of soil and dirt. I will ask them
“Which one do you think will be mostly affected by a natural disaster?” The students will then
pick a,b,or c.

THROUGH (cycle of inquiry, student research and discussion, formative assessment)

The students will then look up natural disasters on their IPads. They will find one and share with
their partner. The students will then read the inquiry passage A World of Change. They will talk
about what they read and research weathering and erosion. Once they have research it I will
reask the question: Which mountain will have the most weathering and least based on what we
learned? I will also ask questions about natural disasters and have the students give an example.
The students will answer on their white board and all will show at the same time.
The demonstration will then start. I will start slowly pouring water over one mountain at a time.
The students will observe the changes in the mountains.

BEYOND (application of new learning, lesson closure, summative assessment)

The student will fill out a four square writing page based on what they researched and observed.
The students will use all prior knowledge and new information to connect the ideas of
weathering and erosion. They will then share with a partner. The students will then discuss what
they think can be done to slow the process in small groups.